Gerald Nelms explains how student plagiarism is very often less of a cut-and-dried crime than it appears. Research shows that successfully avoiding plagiarism—while also paraphrasing and integrating material from sources—requires complex skills that take time and practice to develop. We can see instances of plagiarism as opportunities to help students learn these skills.
Linda B. Nilson presents six recently published books (2010-2014) that capture what she considers the latest and most important developments and trends in college teaching and learning, relating to technology, the science of learning, and the lives of today’s college students.
Students write. We comment. Nancy Sommers can help us do so more thoughtfully and skillfully. Her new book continues the work of her landmark essay on responding to student writing. Her new rule? When we comment, we should focus on the students, not just the writing, and we should only try to “teach one lesson” at a time.
In one survey, only 8 percent of college teachers reported “taking any account” of research on teaching and learning into preparing their courses. The first annual Teaching & Learning in Higher Ed. reading drive invites college teachers and others involved in college teaching and learning to read at least one book on teaching and learning this school year.
I am happy to announce the launch of Teaching & Learning in Higher Ed. (ISSN 2329-2504), a digital project that supports teachers and reformers in higher education through encouraging serious engagement with the scholarship on teaching and learning.
Few readers of Academically Adrift have missed the significance of Arum and Roksa’s claims about how little students learn. But too many overlook what they say about how to improve.
“It has been well documented that colleges and universities are substantially failing to effectively educate students.” Meanwhile, research and theory on what actually works “flourish in the scholarship on teaching and learning. . .” (The Manifesto). College teachers can make a difference when they engage with this scholarship. Unfortunately, too few do. To encourage changing that, we present our infographic: “Grow the 8%.”